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The Comprehension Problems for Second-Language Learners with Poor Reading Comprehension despite Adequate Decoding: A Meta-Analysis



The Comprehension Problems for Second-Language Learners with Poor Reading Comprehension despite Adequate Decoding: A Meta-Analysis



Journal of Research in Reading 40(2): 199-217



We conducted a meta-analysis of 16 existing studies to examine the nature of the comprehension problems for children who were second-language learners with poor reading comprehension despite adequate decoding. Results indicated that these children had deficits in oral language (d = -0.80), but these deficits were not as severe as their reading comprehension deficit (d = -2.47). Second-language learners also had weaker oral language skills compared to native-speaking children regardless of comprehension status (d = -0.84). We discuss theoretical and practical implications of the finding that second-language learners who are poor at reading comprehension despite adequate decoding have deficits in oral language but the deficit is not sufficient to explain their deficit in reading comprehension.

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Accession: 060333900

Download citation: RISBibTeXText

PMID: 28461711

DOI: 10.1111/1467-9817.12080


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